Lut1 Task 1
Presentation Outline
I. Introduction
1. Effective discipline is a challenge for all educators. A. “The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today.” (Conte 1994)
B. Use discipline as a teaching tool so students benefit and learn stability, order, respect and values of law.
2. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, and encourage and reinforce positive behavior.
II. Body
1. Set clear and firm rules and expectations that leave little room for interpretation.
A. Start the school year by setting clear rules.
1. “The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline.” (Greiger 2000)
2. Involve students in the rule making process.
3. Discuss rules, making sure students understand their meaning. 4. Be prepared to change rules if they are not working.
B. Use your own morals and values to build positive expectations. 1“The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning.” (Curwin, Mendler 1997)
2. Use a mission statement to define what you desire and expect.
3. Give age appropriate expectations, so goals are attainable.
C. Use positive language to promote desired behavior.
1. Rules and expectations should tell students what to do instead of what not to do.
2. “Effective teachers communicate in a way that promotes what is desired, rather than what is not desired.” (Warren 2005)
3. Be the example of positive behavior for students.
2. Enforce limits of rules with fair and effective punishments.
A. Hold students accountable for
I. Introduction
1. Effective discipline is a challenge for all educators. A. “The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today.” (Conte 1994)
B. Use discipline as a teaching tool so students benefit and learn stability, order, respect and values of law.
2. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, and encourage and reinforce positive behavior.
II. Body
1. Set clear and firm rules and expectations that leave little room for interpretation.
A. Start the school year by setting clear rules.
1. “The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline.” (Greiger 2000)
2. Involve students in the rule making process.
3. Discuss rules, making sure students understand their meaning. 4. Be prepared to change rules if they are not working.
B. Use your own morals and values to build positive expectations. 1“The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning.” (Curwin, Mendler 1997)
2. Use a mission statement to define what you desire and expect.
3. Give age appropriate expectations, so goals are attainable.
C. Use positive language to promote desired behavior.
1. Rules and expectations should tell students what to do instead of what not to do.
2. “Effective teachers communicate in a way that promotes what is desired, rather than what is not desired.” (Warren 2005)
3. Be the example of positive behavior for students.
2. Enforce limits of rules with fair and effective punishments.
A. Hold students accountable for
References: Alderman, T. (2001, April). In Good Discipline, One Size Doesn’t Fit All. Education Digest, 66(8), 38. Chemlynski, C. (1996). Discipline as teaching. Education Digest, 62(3), 42 Conte, A Curwin, R. L., & Mendler, A. N. (1997, December). ‘Discipline with dignity’: Beyond obedience. Education Digest, 63(4), 11. Geiger, B. (2000, Winter). Discipline in K through 8th grade classrooms. Education, 121(2), 383-93. Glickman, C. D., & Tamashiro, R. T. (1980). Clarifying Teachers ' Beliefs About Discipline. Educational Leadership, 37(6), 459. Hood, M. R., & Hood, J. M. (1981, Winter). Steps toward poor discipline or ‘what not to do in the classroom’. Education, 102(2), 170. Marshall, M. (2005, September/). Discipline without stress, punishment or rewards. Clearing House, 79(1), 51-54. Metzger, M. (2002, September). Learning to discipline. Phi Delta Kappan, 84(1), 77. O’Neil, J. (2004, January). Discipline zingers. NEA Today, 22(4), 24-32 Welker, W